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Ujiati Cahyaningsih
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Journal of Innovation and Research in Primary Education
Published by Papanda Publisher
ISSN : -     EISSN : 2829775X     DOI : https://doi.org/10.56916/jirpe
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Innovation and Research in Primary Education (JIRPE) is a peer-reviewed, open-access journal that publishes original research and review articles primarily but limited to the area of elementary school education. It brings together academics and researchers from different countries who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. JIRPE is published two times yearly and only accepts articles in English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 506 Documents
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The Effectiveness of Problem-Based Learning and Scramble Models in Enhancing Critical Thinking Skills of Fifth Grade Elementary School Students in Integrated Science and Social Studies Talia, Nadia; Airlanda, Gamaliel Septian
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1404

Abstract

This study compares the effectiveness of the Problem-Based Learning (PBL) model and the Scramble learning model in enhancing fifth-grade students’ critical thinking skills in Integrated Science and Social Studies (IPAS) at elementary schools. A quasi-experimental design with a pretest-posttest control group was employed. The sample consisted of 20 students divided into two groups, each taught using the PBL or Scramble model. Data were collected through critical thinking skill tests, classroom observations, and documentation. The results indicate that the PBL model significantly improves students’ critical thinking skills compared to the Scramble model, supported by a Mann-Whitney U test with a significance value of 0.004 (<0.05). The test instrument demonstrated high validity and reliability, with a Cronbach’s Alpha of 0.895. Data analysis confirmed that student-centered learning emphasizing real-world problem solving, as in the PBL model, facilitates active engagement, reflective thinking, and collaboration, thus fostering critical thinking development effectively. In contrast, the Scramble model, which focuses on gamified group competition, is less effective in promoting higher-order cognitive processes. These findings recommend implementing Problem-Based Learning as an effective instructional strategy to develop critical thinking skills early on, particularly in integrated science and social studies education at the elementary level.
Principal Management and Its Impact on Teacher Performance in Elementary School Learning: Systematic Literature Review Wulaningrum, Liring Puspita; Muhimmah, Hitta Alfi; Hariyati, Nunuk
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1409

Abstract

The leadership of school principals has a strategic role in improving teacher effectiveness, learning quality, and job satisfaction of educators. This study aims to systematically analyze the role of school principals in improving teacher effectiveness, learning quality, and job satisfaction of educators by conducting a Systematic Literature Review (SLR) of peer-reviewed journal articles published between 2021 and 2025. The methods used include identification, selection, analysis, and synthesis of relevant articles from various indexed journals. A total of 15 articles were selected from databases including Scopus, ERIC, and Google Scholar, using inclusion criteria such as publication year (2021–2025), focus on elementary education, and discussions on leadership models. Exclusion criteria included studies not focused on teacher performance or non-elementary levels. A total of 15 articles that discuss the leadership of school principals, both in instructional, transformational, and distributional contexts, were studied in depth. The results of the analysis showed that instructional and transformational leadership styles consistently demonstrated a positive impact on teacher motivation, job satisfaction, and instructional effectiveness, while transactional leadership often correlated with decreased teacher engagement and performance. In addition, supporting factors such as the work environment, teacher training, and strategic management of school principals contribute to improving the quality of education. However, challenges such as high workloads and stress in school leadership require more systematic solutions. Quantitatively, over 70% of the reviewed studies emphasized the importance of adaptive leadership approaches in overcoming teacher-related challenges. Thus, it is necessary to develop policies and leadership strategies that are more innovative, adaptive, and oriented towards the welfare of teachers to create a more quality and sustainable education system.
Developments of Religious Character Education in Primary Schools in The Last Five Years Fitriah, Ulfa Laelatul; Setyosari, Punaji; Mas'ula, Siti; Anggraini, Ade Eka; Faizah, Siti; Mardhatillah, Mardhatillah; Kusumaningrum, Shirly Rizki
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1426

Abstract

This study explores the development of religious character education in Indonesian elementary schools over the past five years (2019–2025). Utilizing a literature review method, the research analyzes a wide range of academic sources, including journal articles, books, and educational policy documents, to examine how religious values are integrated into school culture, curriculum, and learning practices. The findings reveal that religious character education plays a strategic role in shaping students’ moral and spiritual foundations, fostering values such as honesty, empathy, tolerance, and responsibility. Schools that successfully implement religious character education tend to embed religious practices into daily routines, promote teacher role modeling, and cultivate supportive environments aligned with national educational goals, including the Profil Pelajar Pancasila. However, several challenges persist, including inadequate teacher training, limited resources, curricular time constraints, and lack of parental and community involvement. Addressing these issues requires collaborative efforts among educators, policymakers, and stakeholders to ensure the effective and sustainable integration of religious character education. This study concludes that a holistic and context-sensitive approach is essential for advancing the moral development of students and strengthening their capacity to navigate ethical challenges in a pluralistic society.
Development of the Kyro Model as an Intervention Strategy in Literacy Improvement Resti, Ulis; Yusuf Muslihin, Heri; Indihadi, Dian
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1427

Abstract

Reading and writing are fundamental cognitive skills that significantly impact academic success and critical thinking development. In Indonesia, many students struggle with complex text comprehension due to ineffective instructional strategies and low reading motivation. This challenge necessitates the development of innovative instructional models that address diverse learning needs and promote student engagement in literacy activities. This study employed a systematic literature review approach to develop the KYRO model (Knowledge, Understanding, Responsibility, and Opportunity) for literacy improvement. The research process involved identifying research objectives, conducting comprehensive literature searches across academic databases, applying selection criteria for source quality and relevance, performing thematic analysis, and conceptualizing the model based on theoretical foundations including Vygotsky's sociocultural theory and culturally responsive teaching principles. The analysis revealed that the KYRO model integrates interactive and collaborative strategies grounded in sociocultural learning theory. The model emphasizes four core components: Skills (Keterampilan), Confidence (Yakin), Responsiveness (Responsif), and Optimal Learning (Optimal). Implementation of this model demonstrated potential for increasing student motivation, engagement in reading and writing activities, text analysis abilities, creativity in writing, and communication confidence. The model's flexibility accommodates various learning styles while promoting active participation and deeper textual understanding. The KYRO model offers a comprehensive framework that addresses cognitive, emotional, and social aspects of literacy learning. By incorporating peer collaboration, scaffolding within the Zone of Proximal Development, and technology integration, the model creates engaging learning environments responsive to student needs. Further empirical research is needed to validate the model's effectiveness across diverse educational contexts and inform curriculum development strategies.
Analysis of the Adequacy of Science Materials for Primary School Learners in Phase A Based on the Merdeka Curriculum Yumna, Silka; Yusuf Muslihin, Heri; Hamdu, Ghullam
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1434

Abstract

This study is a literature review aimed at analyzing the adequacy of science learning materials for Phase A elementary school students (grades 1 and 2) in the context of implementing the Kurikulum Merdeka (Independent Curriculum). The background of this research stems from significant changes in Indonesia’s education system through the introduction of the Independent Curriculum, which emphasizes contextual, flexible, and student-centered learning. This approach is also applied to science education at the early primary level, a critical stage in building children’s foundational scientific literacy. The method used in this study is a literature review, with data collected through the identification, search, and selection of various relevant sources such as curriculum documents, textbooks, scholarly articles, and expert opinions. The data were analyzed qualitatively using content analysis and literature synthesis, focusing on aspects such as the definition, structure, breadth, depth, and relevance of the science material, as well as its potential strengths and weaknesses. The results indicate that the science materials for Phase A in the Independent Curriculum show promising potential, particularly through thematic integration and an exploratory approach that aligns with children's developmental stages. However, several challenges remain, including limited conceptual depth, the crucial role of teachers, the availability of learning resources, and the need for holistic assessment tools. In conclusion, the Independent Curriculum provides a positive direction for science learning in Phase A. However, collaboration among various stakeholders is necessary to ensure the adequacy and effectiveness of the materials in building strong scientific literacy from an early age.
A Systematic Study of the Application of Differentiated Project-Based Learning to Improve the Readiness and Learning Outcomes of Elementary Students Dinaryanti, Dina; Yusuf Muslihin, Heri; Indihadi, Dian
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1435

Abstract

This study is a systematic literature review to analyse the implementation of the Project-Based Learning (PjBL) model combined with the Differentiated Learning approach to enhance learning readiness and outcomes among elementary school students. The review examines relevant empirical studies and theoretical frameworks from recent literature to understand how integrating these two learning models accommodates diverse student readiness and positively impacts competency achievement. Findings indicate that differentiated-based PjBL enables students to engage actively and creatively according to their learning styles and readiness levels, significantly improving motivation, critical thinking skills, and learning outcomes. Furthermore, teacher readiness in designing Lesson Plans (RPP) that respond to student diversity is crucial for successful implementation. This review recommends that educators and policymakers develop inclusive and effective learning strategies at the elementary education level.
The Talaqqi Method: Its Effectiveness on Students’ Ability to Memorize the Qur’an Fajrin, Dewi Fortuna; Syafe’i, Imam; Azizah, Nurul; Hasanah, Uswatun; Rahmatika, Zahra
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1443

Abstract

This study aimed to examine the effect of the Talaqqi learning model on students’ Qur’an memorisation ability in the Al-Qur’an Hadith subject. Employing a quantitative approach with a quasi-experimental method and a posttest-only control group design, the study involved a sample of 63 eleventh-grade students selected through simple random sampling. The experimental group received instruction using the Talaqqi method, while the control group was taught using the Wahdah method. Memorisation ability was assessed based on three indicators: fluency, tajwid accuracy, and clarity of recitation. The research instrument was a questionnaire comprising 12 items, of which 5 were validated, yielding a reliability score of 0.740. Data were analysed using an independent sample t-test. The results indicated that the Sig. (2-tailed) value was 0.082 > 0.05, and the t-value did not exceed the critical t-table value, leading to the acceptance of H₀. Thus, it can be concluded that there was no significant difference between the Talaqqi and Wahdah methods in enhancing students’ Qur’an memorisation ability. These findings suggest that while both methods are applicable, the Talaqqi model does not offer a statistically significant advantage over the Wahdah method. Educators may consider selecting between the two approaches based on contextual needs, teaching style, and student preferences.
Improving Student Learning Outcomes in Natural and Sosial Science subjects Through Inquiry Learning Models in Grade V of Elementary School Rahmawati, Rahmawati; Surahman, Surahman; Rizal, Rizal; Pahriadi, Pahriadi; Lapasere, Sisriawan
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1459

Abstract

This study addresses the low learning outcomes of Grade V elementary school students in the Integrated Natural and Social Sciences (IPAS) subject. The objective of this classroom action research is to improve student learning outcomes through the application of the Inquiry Learning Model. The research was conducted at a public elementary school in Indonesia over two cycles, each consisting of planning, implementation, observation, and reflection phases. The sample consisted of 25 fifth-grade students. Data were collected through observation sheets, learning outcome tests, and documentation. Analysis focused on both qualitative (teacher and student activity) and quantitative (student test scores) data. In Cycle I, classical learning completeness was 63%, and classical absorption reached 64.21%. After revising the instructional strategies, Cycle II showed a significant improvement, with classical completeness reaching 100% and absorption increasing to 88.42%. The results indicate that the Inquiry Learning Model effectively enhances students' understanding and engagement in IPAS learning. This model promotes active student involvement, encourages critical thinking, and improves conceptual mastery. The findings suggest that implementing inquiry-based strategies in classroom instruction can lead to better academic outcomes in elementary science and social science subjects. Educators are encouraged to adopt and adapt the inquiry model to different learning contexts. The paper includes 22 references, 2 tables and the learning instruments used during the study. Future research may explore the long-term impact of inquiry learning on various student competencies across different grade levels and subject areas.
Transformational Leadership, Work Motivation, and School Climate as Predictors of Teacher Performance: A Quantitative Study in Public Primary Schools of Tempel Subdistrict, Sleman Regency, Indonesia Kurniasari, Evi; Yuliana, Lia; Ikhwan, Muh. Saidil
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1463

Abstract

This study investigates the influence of principal leadership, work motivation, and school climate on the performance of teachers in public elementary schools across Tempel Subdistrict, Sleman Regency, Special Region of Yogyakarta, Indonesia. Adopting a quantitative research approach with an explanatory design, the study involved 118 teachers selected through simple random sampling from a population of 168. Data were collected via structured questionnaires that had undergone validity and reliability testing, and analyzed using descriptive statistics and multiple linear regression, supported by classical assumption tests (normality, linearity, multicollinearity, and heteroscedasticity). The results reveal that (1) principal leadership and work motivation significantly influence teacher performance (F = 50.166, p < 0.05), (2) principal leadership and school climate also significantly affect teacher performance (F = 32.857, p < 0.05), (3) work motivation and school climate together contribute significantly to teacher performance (F = 49.393, p < 0.05), and (4) all three variables  such as principal leadership, work motivation, and school climate – simultaneously have a significant effect on teacher performance (F = 35.413, p < 0.05). These findings underscore the importance of a holistic leadership strategy that fosters intrinsic motivation and cultivates a supportive school climate to enhance teacher productivity. This study provides empirical insights that can inform school leaders and education policymakers in developing sustainable, evidence-based strategies to improve instructional quality in Indonesian primary schools, particularly in rural and suburban educational contexts. However, it is important to note the study's limitations, including its focus on a single district, which may limit generalizability, and the reliance on self-reported data, which may introduce bias. Practical indicators such as teacher training, school leadership programs, and climate enhancement interventions could be explored in future research.
Development of Web-Based Learning Media with an Inquiry Model to Enhance Learning Outcomes and Student Independence in Elementary Schools Rosbina, Atania; Wardani, Sri; Haryono, Haryono
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1354

Abstract

This study aimed to develop a web-based learning medium utilizing an inquiry model to enhance primary school students' cognitive learning outcomes and learning independence. The development procedure followed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 60 fifth-grade elementary school students, divided into experimental and control groups. Data collection techniques included observation, questionnaires, and learning achievement tests. Media validity assessments by material and media experts yielded an average score of 94% ("very valid" category), while practitioner teacher evaluations indicated 91% feasibility. Effectiveness tests revealed significant improvements in the experimental group: average cognitive learning outcomes increased from 68.4 to 87.2, whereas the control group only rose from 66.1 to 72.3. Similarly, the experimental group's learning independence questionnaire scores increased from 66.5 to 85.6, compared to the control group's increase from 67.2 to 70.8. T-tests confirmed the significance of these improvements (p<0.05) for both variables. The main innovation lies in integrating the inquiry model into an interactive web-based medium specifically designed for the IPAS topic "Earth Layer Structure." This medium empowers students to construct knowledge through self-exploration, visual interaction, and reflective, inquiry-based activities, addressing a gap in digital learning development at the primary school level. Practical implications suggest that this inquiry-based interactive web medium can serve as a strategic alternative for IPAS learning, emphasizing conceptual understanding and fostering learning independence. The medium's flexibility allows for broad integration into various learning scenarios, supporting both offline and online adaptive and personalized instruction.

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